Motivation and Job Satisfaction as Predictors of Professional Commitment in Teachers

Year 2024, Issue: 53, 128 - 136, 30.06.2024

Vahit Ağa Yıldız

https://doi.org/10.33418/education.1421773

Abstract

In the education process, the person in direct communication with all the stakeholders and the implementer of the process is the teacher. The commitment of teachers to their profession has an important place in achieving the goals of education. As such, it is substantial to specify the variables that are related to and affect it to improve professional commitment. The concepts of teachers' motivation and job satisfaction have occupied a very important place in the literature in recent years. Determining the relationship between these two features and teachers' professional commitment will provide practical benefits for the educational process. The study investigated the relationship between job satisfaction and motivation of teachers with their professional commitment and their effect on it. The research, conducted with a correlational survey design, was carried out with 555 teachers from different school types and branches working in schools in different districts of Erzurum. Data were collected through the Professional Commitment Scale, the Job Satisfaction Scale, and the Teacher Motivation Scale. Multiple Linear Regression Analysis (MLRA) were used to analyze data. The results showed that teachers' professional commitment was positively related on motivation sub-dimensions and job satisfaction. Also, it was designated that job satisfaction and the sub-dimensions of motivation, "professional satisfaction and personal development" and "school management," were significant predictors of professional commitment. Considering the findings and limitations of the study, some suggestions were presented.

Keywords

professional commitment, motivation, job satisfaction, teacher

Öğretmenlerde Mesleki Bağlılığın Yordayıcıları Olarak Motivasyon ve İş Doyumu

Abstract

Eğitim sürecinde tüm paydaşlarla doğrudan iletişim halinde olan ve sürecin uygulayıcısı olan kişi öğretmendir. Öğretmenlerin mesleklerine olan bağlılıkları, eğitimin amaçlarına ulaşmasında önemli bir yere sahiptir. Bu açıdan öğretmenlerin mesleki bağlılığını artırmak için, onunla ilişkili ve onu etkileyen değişkenlerin belirlenmesi önemlidir. Öğretmen motivasyonu ve iş doyumu kavramları son yıllarda literatürde oldukça önemli bir yer tutmaktadır. Bu iki özellik ile öğretmenlerin mesleki bağlılıkları arasındaki ilişkinin belirlenmesi, eğitim süreci için pratik yararlar sağlayacaktır. Bu araştırmada öğretmenlerin motivasyonları ve iş doyumlarının mesleki bağlılıkları ile ilişkisi ve mesleki bağlılığa olan etkisini belirlemek amaçlanmıştır. İlişkisel tarama deseniyle yürütülen araştırmanın örneklemini, Erzurum iline bağlı farklı ilçelerdeki okullarda çalışan, farklı okul düzeylerinden ve çeşitli branşlardan 555 öğretmen oluşturmaktadır. Araştırmanın verileri “Mesleki Bağlılık Ölçeği”, “İş Memnuniyeti Ölçeği” ve “Öğretmen Motivasyon Ölçeği” ile toplanmıştır. Araştırmanın verileri Çoklu Doğrusal Regresyon Analizi (stepwise- adımsal) ile çözümlenmiştir. Araştırmanın sonucunda, öğretmenlerin mesleki bağlılıklarının motivasyon alt boyutları ve iş doyumu ile ilişkili olduğu belirlenmiştir. Ayrıca iş doyumu ile motivasyon alt boyutları olan “Mesleki Doyum ve Kişisel Gelişim” ve “Okul Yönetimi” boyutlarının mesleki bağlılığın anlamlı birer yordayıcısı olduğu belirlenmiştir. Araştırmanın bulguları ve sınırlılıkları dikkate alınarak birtakım öneriler sunulmuştur.

Keywords

Mesleki bağlılık, motivasyon, iş doyumu, öğretmen

References

• Adeoye, A. O., Atiku, S. O., & Fields, Z. (2016). Structural determinants of job satisfaction: The mutual ınfluences of compensation management and employees' motivation. Journal of Economics and Behavioral Studies, 8(5), 27-38. doi: 10.22610/jebs.v8i5(J).1429
• Ahmad, Z., Anantharaman, R. N., & Ismail, H. (2012). Students' motivation, perceived environment and professional commitment: An application of Astin's college impact model. Accounting Education, 21(2), 187-208.
• Aksoy, H. (2006). Örgüt ikliminin motivasyon üzerine etkisi [The effect of organizational climate on motivation] (Doctoral Dissertation). Retrieved from YÖK Ulusal Tez Merkezi (Thesis No: 207919).
• Aranya, N., Pollock, J., & Amernic, J. (1981). An examination of professional commitment in public accounting. Accounting, Organizations and Society, 6(4), 271-280.
• Ayub, N., & Rafif, S. (2011). The relationship between work motivation and job satisfaction. Pakistan Business Review, 13(2), 332-347.
• Basu, S. (2016). professional commitment and job satisfaction among secondary school teachers. Educational Quest-An International Journal of Education and Applied Social Sciences, 7(3), 255-259.
• Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37(5), 662-683.
• Bolin, F. (2007). A study of teacher job satisfaction and factors that influence it. Chinese Education & Society, 40(5), 47-64. doi: 10.2753/CED1061-1932400506
• Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018-1039.
• Burris, V. 1983. The social and political consequences of overeducation. American Sociological Review, 48: 454–467.
• Çalık, C. (2019). Eğitim örgütlerinde mesleki bağlılık, örgütsel bağlılık ve tükenmişlik arasındaki ilişkinin incelenmesi [Examining the relationship between professional commitment, organizational commitment and burnout in educational organizations] (Master Thesis). Retrieved from YÖK Ulusal Tez Merkezi (Thesis No: 554756).
• Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European journal of psychology of education, 27(1), 115-132. doi: 10.1007/s10212-011-0069-2
• Ding, H., Yu, E., & Liu, J. (2023). Professional commitment matters! linking employee strengths use to organizational citizenship behavior. Current Psychology, 1-11.
• Fernet, C., Austin, S., & Vallerand, R. J. (2012). The effects of work motivation on employee exhaustion and commitment: An extension of the JD-R model. Work & Stress, 26(3), 213-229.
• Fertig, J. (2011). Evaluating that piece of paper: The effect of motivation and certif ication status on occupational commitment and job competence. Journal of Leadership & Organizational Studies, 18(1), 118-126.
• Firestone, W. A., & Pennel, J. R. (1993). Teacher commitment, working conditions, and differential incentive policies. Review of Educational Research, 63(4), 489-525.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
• Gao, X., & Xu, H. (2014). The dilemma of being English language teachers: Interpreting teachers’ motivation to teach, and professional commitment in China’s hinterland regions. Language Teaching Research, 18(2), 152-168.
• Griva, E., Panitsidou, E., & Chostelidou, D. (2012). Identifying factors of job motivation and satisfaction of foreign language teachers: Research project design. Procedia-Social and Behavioral Sciences, 46, 543-547. doi: 10.1016/j.sbspro.2012.05.157
• Günlük, M. (2010). Muhasebecilerin mesleki ve örgütsel bağlılık, iş memnuniyeti ve işten ayrılma eğilimleri üzerine bir araştırma [A research on accountants' professional and organizational commitment, job satisfaction and turnover tendencies] (Doctoral Dissertation). Retrieved from YÖK Ulusal Tez Merkezi (Thesis No: 263117).
• Hall, A. T., Zinko, R., Perryman, A. A., & Ferris, G. R. (2009). Organizational citizenship behavior and reputation: Mediators in the relationship between accountability and job performance and satisfaction. Journal of Leadership & Organizational Studies, 15(4), 381-392. doi:10.1177/1548051809331504
• Hall, M., Smith, D., & Langfield‐Smith, K. (2005). Accountants' commitment to their profession: Multiple dimensions of professional commitment and opportunities for future research. Behavioral research in accounting, 17(1), 89-109.
• Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819.
• Heller, H. W., Clay, R., & Perkins, C. (1993). The relationship between teacher job satisfaction and principal leadership style. Journal of School Leadership, 3(1), 74-86. doi: 10.1177/105268469300300108
• Kim, I., & Loadman, W. E. (1994). Predicting teacher job satisfaction. Eric Document Reproduction Service (No. D383707), Columbus, OH Ohio State University.
• Kırımlı, B. (2017). Türkçe öğretmeni adaylarının bölüm ve meslekleriyle ilgili tutum ve yeterlikleri üzerine bir araştırma (KTÜ örneği) [A research on the attitudes and competencies of Turkish teacher candidates about their departments and professions (KTU sample)]. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 6(3), 1630-1655.
• Lee, K., Carswell, J. J., & Allen, N. J. (2000). A meta-analytic review of occupational commitment: Relations with person- and work-related variables. Journal of Applied Psychology, 85(5), 799–811. doi:10.1037/0021-9010.85.5.799
• Levesque, M., Blais, M. R. ve Hess, U. (2004). Dynamique motivationnelle de l'epuisement et du bien-etre chez des enseignants africains [Motivational dynamic of burnout and well-being in African teachers]. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 36(3), 190-201.
• Lodico, M. S., & Spaulding, D. D., & Voegtle, K. (2006). Methods in educational research: From theory to practice. California, CA: Jossey Bass.
• Lu, K. Y., Chang, L. C., & Wu, H. L. (2007). Relationships between professional commitment, job satisfaction, and work stress in public health nurses in Taiwan. Journal of Professional Nursing, 23(2), 110-116.
• Masvaure, P., & Maharaj, A. (2014). Work engagement, intrinsic motivation and job satisfaction among employees of a diamond mining company in Zimbabwe. Journal of Economics and Behavioral Studies, 6(6), 488-499. doi: 10.22610/jebs.v6i6.510
• McCarthy, C. J., Lambert, R. G., & Reiser, J. (2014). Vocational concerns of elementary teachers: Stress, job satisfaction, and occupational commitment. Journal of Employment Counseling, 51(2), 59-74.
• Mueller, C. W., Wallace, J. E., & Price, J. L. (1992). Employee commitment: Resolving some issues. Work and occupations, 19(3), 211-236.
• Nesje, K. (2015). Nursing students' prosocial motivation: does it predict professional commitment and involvement in the job?. Journal of Advanced Nursing, 71(1), 115-125.
• Neves de Jesus, S., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology, 54(1), 119-134.
• Ogunnaike, O., Akinbola, O., & Ojo, O. (2014). Effect of motivation on job satisfaction of selected sales representatives. Journal of Educational and Social Research, 4(1), 197- 203. Retrieved from https://ssrn.com/abstract=3047872
• Okçu, V., & Anık, S. (2017). Examining the relationship between the authentic leadership behaviour of school administrators and the level of motivation and mobbing experienced by teachers. Anatolian Journal of Educational Leadership and Instruction, 5(2), 63-85.
• Ololube, N. P. (2006). Teachers job satisfaction and motivation for school effectiveness: An assessment. Essays in Education, 18(9), 1-19. Retrieved from https://openriver.winona.edu/eie/vol18/iss1/9/
• Özdamar, K. (2017). Ölçek ve test geliştirme yapısal eşitlik modellemesi (2. baskı) [Scale and test development structural equation modeling (2nd Ed.)]. Eskişehir: Nisan.
• Özgenel, M. (2019). An antecedent of teacher performance: occupational commitment. International Journal of Eurasian Education and Culture, 4(7), 100-126.
• Pallant, P. (2017). SPSS kullanma kılavuzu SPSS ile adım adım veri analizi. (S. Balcı ve B. Ahi, Çev.). Ankara: Anı.
• Park, I. (2005). Teacher commitment and its effects on student achievement in American high schools. Educational Research and evaluation, 11(5), 461-485.
• Pelletier, L. G., Séguin-Lévesque, C. ve Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186-196.
• Rasool, A., Jundong, H., & Sohail, M. T. (2017). Relationship of ıntrinsic and extrinsic rewards on job motivation and job satisfaction of expatriates in China. Journal of Applied Sciences, 17(3), 116-125. doi: 10.3923/jas.2017.116.125
• Reyes, P., & Shin, H. S. (1995). Teacher commitment and job satisfaction: A causal analysis. Journal of school leadership, 5(1), 22-39.
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. doi: 151 10.1006/ceps.1999.1020
• Shah, M. J., Akhtar, G., Zafar, H., & Riaz, A. (2012). Job satisfaction and motivation of teachers of public educational institutions. International Journal of Business and Social Science, 3(8), 271-281.
• Tak, B., & Çiftçioğlu, B.A. (2008). Mesleki bağlılık ile çalışanların örgütte kalma niyeti arasındaki ilişkiyi incelemeye yönelik görgül bir çalışma [An empirical study to examine the relationship between professional commitment and employees' intention to stay in the organization]. Ankara Üniversitesi SBF Dergisi, 63(4), 155-178.
• Töre, E., & Şen, F. M. Öğretmenlerin İş Yaşam Dengesi İle Mesleki Bağlılık Düzeyleri Arasındaki İlişki [The Relationship Between Teachers' Work-Life Balance and Professional Commitment Levels]. Akademik Platform Eğitim ve Değişim Dergisi, 5(1), 55-74.
• Toropova, A., Myrberg, E., & Johansson, S. (2020). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 72(1), 1- 27. doi: 10.1080/00131911.2019.1705247
• Uştu, H., & Tümkaya, S. (2017). Sınıf öğretmenlerinin mesleki bağlılık, işten ayrılma niyeti ve bazı sosyo-demografik özelliklerinin örgütsel bağlılığı yordama düzeylerinin incelenmesi [Investigation of the organizational commitment levels of classroom teachers' professional commitment, intention to leave and some socio-demographic characteristics]. İlköğretim Online, 16(3), 1262-1274.
• Weick, K. E., & McDaniel, R. R. (1989). How professional organizations work: Implications for school organization and management. Schooling for Tomorrow: Directing Reforms to Issues That Count, 330-355.
• Yerdelen, S. (2013). Multilevel investigations of students' cognitive and affective learning outcomes and their relationships with the perceived classroom learning environment and teacher effectiveness (Doctoral Dissertation). Retrieved from YÖK Ulusal Tez Merkezi (Thesis No: 377887)
• Yıldız, V. A., & Taşgın, A. (2020). Öğretmen motivasyon ölçeği: Geçerlik ve güvenirlik çalışması [Teacher motivation scale: Validity and reliability study]. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 9(4), 1741-1754.
• Zembylas, M., & Papanastasiou, E. C. (2004). Job satisfaction among school teachers in Cyprus. Journal of Educational Administration, 42(3), 357-374. doi: 10.1108/09578230410534676